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924.
MacCoun RJ 《Psychological review》2012,119(2):345-372
Social influence rises with the number of influence sources, but the proposed relationship varies across theories, situations, and research paradigms. To clarify this relationship, I argue that people share some sense of where the "burden of social proof" lies in situations where opinions or choices are in conflict. This suggests a family of models sharing 2 key parameters, one corresponding to the location of the influence threshold, and the other reflecting its clarity--a factor that explains why discrete "tipping points" are not observed more frequently. The plausibility and implications of this account are examined using Monte Carlo and cellular automata simulations and the relative fit of competing models across classic data sets in the conformity, group deliberation, and social diffusion literatures. 相似文献
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926.
This paper provides an in-depth, qualitative analysis of two Christian youth groups. Researchers conducted personal interviews
with participating youth and their youth ministers and collected extensive field notes on participant observations of youth
group events. Findings indicate the presence of youth group cliques with clear delineations about which participants are youth
group insiders and which are outsiders. Results show that insider participants are typically socioeconomically-advantaged
youth, while outsiders are typically youth from disadvantaged backgrounds. Despite the existence of these exclusionary practices
within both groups, leaders in the two cases demonstrate differing levels of awareness of and response to these dynamics.
This paper explores the specifics of both cases, illuminating who is targeted for exclusion within these groups and how this
targeting varies across the two congregational contexts. Implications of these findings are that religious youth groups may
perpetuate broader socioeconomic divisions. Specifically, the analysis reveals that rather than forming benign cliques, youth
group members may be discriminating against others based on their relative socioeconomic advantage. 相似文献
927.
Bi-factor analysis is a form of confirmatory factor analysis originally introduced by Holzinger and Swineford (Psychometrika 47:41?C54, 1937). The bi-factor model has a general factor, a number of group factors, and an explicit bi-factor structure. Jennrich and Bentler (Psychometrika 76:537?C549, 2011) introduced an exploratory form of bi-factor analysis that does not require one to provide an explicit bi-factor structure a priori. They use exploratory factor analysis and a bifactor rotation criterion designed to produce a rotated loading matrix that has an approximate bi-factor structure. Among other things this can be used as an aid in finding an explicit bi-factor structure for use in a confirmatory bi-factor analysis. They considered only orthogonal rotation. The purpose of this paper is to consider oblique rotation and to compare it to orthogonal rotation. Because there are many more oblique rotations of an initial loading matrix than orthogonal rotations, one expects the oblique results to approximate a bi-factor structure better than orthogonal rotations and this is indeed the case. A surprising result arises when oblique bi-factor rotation methods are applied to ideal data. 相似文献
928.
Robert T. Pennock 《Synthese》2012,185(1):5-20
What is the definition of life? Artificial life environments provide an interesting test case for this classical question.
Understanding what such systems can tell us about biological life requires negotiating the tricky conceptual boundary between
virtual and real life forms. Drawing from Wittgenstein’s analysis of the concept of a game and a Darwinian insight about classification,
I argue that classifying life involves both causal and pragmatic elements. Rather than searching for a single, sharp definition,
these considerations suggest that life is a cluster concept with fuzzy boundaries and that there are multiple legitimate ways
to make the notion precise for different scientific purposes. This pluralist, realist account avoids unnecessary border disputes
by emphasizing how science negotiates such questions in relation to theory and evidence. I also discuss several objections
to this approach, including a “moral hesitation” some have to allowing broader application of the concept of life to include
artificial life. 相似文献
929.
Robert D. Heslep 《Studies in Philosophy and Education》2012,31(4):357-364
The computer engineers who refer to the education of computers do not have a definite idea of education and do not bother to justify the fuzzy ones to which they allude. Hence, they logically cannot specify the features a computer must have in order to be educable. This paper puts forth a non-standard, but not arbitrary, concept of education that determines such traits. The proposed concept is derived from the idea of education embedded in modern standard-English discourse. Because the standard concept entails that an educable entity must be capable of consciousness and voluntary action, it cannot apply to computers. If, therefore, one is to have an idea of educable computers, one must drop the feature of consciousness and omit or modify that of voluntariness. The advanced concept leaves out consciousness, alters the ordinary notion of voluntariness, but keeps in tact the other criteria of the standard idea. Thereby, it provides continuity between those who talk about education in modern ordinary English and those who talk about it in the world of artificial intelligence. 相似文献
930.
Kathryn L. Boucher Robert J. Rydell Katie J. Van Loo Michael T. Rydell 《European journal of social psychology》2012,42(2):174-179
Recent stereotype threat research has demonstrated that negative stereotypes about women's math ability can impair their mathematical learning. This experiment extends this research by examining whether presenting “gender fair” information can reduce learning decrements (on a focal and transfer task) and if the timing of this information matters. Women (N = 140) and men (N = 60) were randomly assigned to one of four conditions: control, stereotype threat only, stereotype threat removed before learning, and stereotype threat removed after learning. Compared with women in the control condition and women who had stereotype threat removed before learning, learning and transfer were poorer for women in the stereotype threat only condition and women who had stereotype threat removed after learning but before learning assessment. Men's learning and transfer were unaffected by condition. These findings suggest that a manipulation that can reduce performance deficits can also reduce learning decrements if it is presented before learning occurs. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献